Faculty Publications
As of August 2017, this database is no longer being updated. For the most current publications from the faculty, students, and staff of Touro University, please check our institutional repository, Touro Scholar, and email any questions or publication submissions to touro.scholar@touro.edu.
Total number of publications: 7,082
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Subotnik, D. (2016). How diversity training hurts. Academic Questions, 29(2), 198-204. doi:10.1007/s12129-016-9564-x
Subotnik, D. (2016). [Review of the book Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race, by D. W. Sue]. Academic Questions, 29(3), 356-362. doi:10.1007/s12129-016-9582-8
Subotnik, D. (2017). Assaulting the facts [Review of the books Rape culture hysteria: Fixing the damage done to men and women, by W. McElroy, and The crisis of campus sexual violence: Critical perspectives on prevention and response, by S. C. Wooton & R. W. Mitchell (Eds.)]. Academic Questions, 30(2), 225-231. This material can be found here.
Subotnik, D. (2017). The dangers of racial thinking. Academic Questions, 30(1), 58-64. This material can be found here.
Sullivan, A. P. (1990). From student to artist: Education in the fine and performing arts: Montclair State College 1986-1989. (ED315010). This material can be found here.
Sullivan, A. P., & Guglielmo, R. (1986). The practice of prevention in the New York City public schools. Substance Use & Misuse, 21(11), 1145-1155. doi:10.3109/10826088609074845
Sullivan, A. P., Guglielmo, R., & Lilly, L. (1986). Evaluating prevention and intervention procedures. Journal of Drug Education, 16(1), 91-98. doi:10.2190/9W4T-N23G-T4FA-2JNN
Sullivan, A. P., Guglielmo, R., & Opperman, P. (1986). Measuring and interpreting school-based prevention outcomes: The New York City model. Journal of Drug Education, 16(2), 181-190. doi:10.2190/4MFB-2U39-3U50-NCPV
Sullivan, A. P., Guglielmo, R., & Polak, R. (1987). The theoretical model: Diagnostic assessment and placement in prevention treatment mode by school personnel. Journal of Drug Education, 17(1), 59-68. doi:10.2190/Q9C8-BV1L-4683-QRML
Sullivan, S., Aalborg, A., Gordillo Cortes, J., & Valencia Canedo, A. (2016). Spreading the word: Dissemination of research ethics education, policies and practices in Bolivia. Annals of Global Health, 82(3), 503. doi:10.1016/j.aogh.2016.04.369
Sullivan, S., Basagoitia, A., Aalborg, A., Lanza, O., & Cortez, J. (2014). Exploring perceptions and experiences with research ethics in Bolivia. Annals of Global Health, 80(3), 179-180. doi:10.1016/j.aogh.2014.08.061
Swenson, P. W., & Redmond, P. (2009). Online, hybrid, and blended coursework and the practice of technology-integrated teaching and learning within teacher education. Issues in Teacher Education, 18(2), 3-10.
Tazeau, Y. N., & Fortugno, D. A. (2015). Technology-based cognitive-behavioral therapy in school settings. In R. Flanagan, K. Allen, & E. Levine (Eds.), Cognitive and behavioral interventions in the schools: Integrating theory and research into practice (pp. 323-335). New York, NY: Springer.
Teagarden, J. R., Assa-Eley, M., & Nemire, R. E. (2013). Illness performed and imagined: An elective course using humanities to teach student pharmacists about illness. Currents in Pharmacy Teaching and Learning, 5(2), 120-128.
Thomas, T., Herring, M., Redmond, P., & Smaldino, S. (2013). Leading change and innovation in teacher preparation: A blueprint for developing TPACK ready teacher candidates. TechTrends, 57(5), 55-63. doi:10.1007/s11528-013-0692-7
Tirado-Cordero, I., Hargiss, K. M., & Howard, C. (2014). Exploring self-efficacy beliefs as entry behaviors for participation in an online peer tutoring learning environment. International Journal of Strategic Information Technology and Applications, 5(1), 54-82. doi:10.4018/ijsita.2014010105
Toom, A. (2012). Integrative education of the 21st century: Teaching psychology with the use of literature and informational technology. 2012 Hong Kong International Conference on Education, Psychology, and Society, 418-426 [Article 169]. This material can be found here.
Toom, A. (2013). A study of learning motivation of current and prospective school teachers in online psychology classes. In ACSET 2013: Official conference proceedings (pp. 98-114). Osaka, Japan: IAFOR. This material can be found here.
Toom, A. (2013). Implicit lessons of the virtual classroom. In L. Gomez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 7th International Technology, Education and Development Conference (INTED) (pp. 6054-6061). Valencia, Spain: IATED.
Toom, A. (2013). Integrative education: Teaching psychology using literature and informational technologies. US-China Education Review, 3(5), 297-304.
Toom, A. (2013). Virtual psychological laboratory: Studying cognitive development in childhood with the use of literature. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN13 (pp. 6316-6322). Barcelona, Spain: IATED.
Toom, A. (2014). Issues of today's online education: Psychological portrait of the problem student. In M. Carmo (Ed.), END 2014: International Conference on Education and New Developments: Proceedings (pp. 131-135). Lisbon, Portugal: WIARS. This material can be found here.
Toom, A. (2015). A study of students' orientation in the virtual classroom. In European Conference on Education 2015, Brighton, United Kingdom: Official conference proceedings (pp. 511-525). Aichi, Japan: IAFOR. This material can be found here.
Toom, A. (2015). Issues of online distance education: Learning motivation of current and prospective school teachers. In Proceedings of the 13th annual Hawaii International Conference on Education (pp. 13-26). Honolulu, Hawaii: Hawaii International Conference on Education.
Toom, A. (2015). Students-enthusiasts in online classes: Their contribution to the educational process. IAFOR Journal of Education, 3(2), 126-140. This material can be found here.
